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It's understandable that those who have made the effort and took to the time to get serious pedagogical training will be skeptical. That being said, not all pedagogical training is equal.
The ideal is a thorough course of study that includes child development, child psychology, pedagogical methods at all levels, piano literature, group study, observation and supervised teaching. Not many pedagogy degrees are that thorough. Where I went to grad school, the pedagogy major was simply a piano major with one or two courses in pedagogy. My undergraduate degree was the thorough version.
Yes, we all have to begin somewhere, and that somewhere should begin with preparation of some kind beyond your playing ability. The advice to join a local MTA is a good one, as is the idea to apprentice yourself to an experienced, successful teacher. There are a number of good books to help you get ready. I personally love Richard Chronister's "A Piano Teacher's Legacy." You will find some valuable things in "Practical Piano Pedagogy" by Martha Baker-Jordan. "Questions and Answers" by Frances Clark is also excellent.
Beginners are the most difficult to teach, in my experience. I would suggest that you get your feet wet with some students who have already had a start. I still feel that supervision is quite helpful, so consider videotaping your lessons and reviewing them with a mentor teacher. Find time to observe lessons yourself. And if you have the opportunity, do take some pedagogy courses. When well taught, they will save you lots of mistakes down the road.
B.A., Piano, Piano Pegagogy, Music Ed. M.M., Piano
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The OP stated: I don't have any certifications, degrees, experience, or references yet. In a later post, you emphasize that you have a total lack of experience.
Based on that tidbit of information, many teachers have suggested that you need to gain that experience. The only point on which I differ from these teachers is I feel you should wait before starting teaching. Focus on gaining knowledge.
Since you do not see a merit in waiting, you take an adversarial position. That little bit of anger indicates to me your willingness to take the steps you need to, but also your frustration at not having the proper training yet. My suggestion: get thee to a pedagogy teacher pronto.
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The OP stated: I don't have any certifications, degrees, experience, or references yet. In a later post, you emphasize that you have a total lack of experience.
Based on that tidbit of information, many teachers have suggested that you need to gain that experience. The only point on which I differ from these teachers is I feel you should wait before starting teaching. Focus on gaining knowledge.
Since you do not see a merit in waiting, you take an adversarial position. That little bit of anger indicates to me your willingness to take the steps you need to, but also your frustration at not having the proper training yet. My suggestion: get thee to a pedagogy teacher pronto. And what exactly tells you for sure that the OP does not have the requisite "knowledge" to start teaching? (Note: knowledge and experience are two different things, maybe not totally independent of each other, but still need to be considered separately). Not all the great teachers in the history of piano teaching underwent teacher training or extensive pedagogy coursework in college. There are things you pick up from your own teachers if those teachers are good enough. What tells you that the OP has not had great teachers so far? You're making far too many assumptions here, IMO. Your point about instruction in pedagogy as being useful is well taken but when you proceed to make such a huge deal out of it, it ceases to make much sense because the few great teachers I've had sessions with were performance majors in school and never underwent pedagogical training as far as I know. I'm sure it helps but people can teach well without having to go through that.
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liszt85: At what point did you receive instruction from your great teachers? This makes all the difference. The OP will likely be teaching many beginners if s/he places an ad. That's a statistical reality. The importance of teaching beginners well cannot be overstated. The OP has many years of lessons but I doubt if s/he remembers how s/he was taught at the very beginning, both in terms of selected materials and method. Even if s/he had a verbatim memory of that first year, s/he would not know if that is the best book or method to teach. The experience of being a student is not the same as that of being a teacher. I don't see how a post suggesting waiting to gain more knowledge could possibly be taken ill. Just get the training.
Last edited by Candywoman; 10/04/11 10:27 PM.
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liszt85: At what point did you receive instruction from your great teachers? This makes all the difference. The OP will likely be teaching many beginners if s/he places an ad. That's a statistical reality. The importance of teaching beginners well cannot be overstated. The OP has many years of lessons but I doubt if s/he remembers how s/he was taught at the very beginning, both in terms of selected materials and method. Even if s/he had a verbatim memory of that first year, s/he would not know if that is the best book or method to teach. The experience of being a student is not the same as that of being a teacher. I don't see how a post suggesting waiting to gain more knowledge could possibly be taken ill. Just get the training. And to get the training, the only way is to go through a pedagogy degree coursework? I think this is a good time to agree to disagree.
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While I feel that pedagogical training is necessary at some point, if you are careful, as said before here, and make a comprehensive list of the aspects of music and playing the piano that you have determined to be indispensible, then you should be alright to start. Not to toot my own horn, really, really, however, I took a student at my teacher's suggestion when I was about 18 or 19 (after being at an early advanced level). My teacher was so great at that time, I figured I would emulate her and teach what she had taught me, only on a smaller scale. This student graduated high school, went on to a major university with an acclaimed music faculty. My student studied with me in the summer. She related to me that her teacher told her she was the best transfer student she ever had! I had to give my teacher total credit for that.
Later I learned all about the various teaching method books, and pedagogy that was mainly for children. Before that, I had a natural way of teaching in which I did not use method books but rarely. I actually lost something when I did a complete survey of all the methods and used them with my students. Back in my younger days, I was very spontaneous, and just taught from books like Music for Millions and other collections where I simply chose a good piece of music for my students. My students had the Alfred books for beginning with composers and others that focused on composers.It was all so pure. I rarely use a method book today. I did learn from them, though. To me, method books are like jail to a student! Maybe I shouldn't say that.
There is something to be said for approaching piano from a performance standpoint, and there is benefit from pedagogy training. I think a highly motivated person can learn to teach well, but beginners do require very strong guidance.
Last edited by LeaC; 10/04/11 10:53 PM.
Working on: Reworking Bartok's Suite Opus 14, Chopin's Polonaise Op.40, The Military (so much fun!)
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All of make great points either way, and further qualify them well.
As aforestated, I have worked with children for a good portion of my life now. I grew up in a musical family of 13. All of us took our lessons at home. It was like growing up in the sound of music. I have spent a lot of time observing teachers. Only 3 of us are pianists but I also enjoyed listening in on the baritone, violin, flute, voice, french horn, and guitar lessons.
My grandmother has taught piano in her hometown for over 50 years. She's now quite adored and celebrated in that small town! She holds annual recital which serve somewhat as family reunions there (in Virginia).
I hope my point is somehow becoming apparent. I've spent a great deal of my life around teachers and students. As I said before, music is my love and passion and I wish to share it with future pianists after me.
While no, I haven't undergone pedagogical training and don't have true experience as a teacher, I believe i'm being underestimated in this thread to a mild degree (at least). I would place bets that I am not the least experienced with children in this thread because I can't remember a period in my life (other than this year) that I haven't lived with or at least spent a great deal of extracurricular time with children and teens.
I'm not just taking your concerns with a grain of salt either. I plan on taking full advantage of my resources; pianoworld, my grandmother, my current teacher, and my parents.
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To me, method books are like jail to a student! Maybe I shouldn't say that. No, you shouldn't. All new teachers should use method books and get to know as many existing methods as possible. What you describe (picking and choosing music from different books) should be reserved for the experienced teachers who have been teaching for many, many years. Beginners are not hard to teach, but they are hard to teach well. It's very easy to settle for shortcuts and seek quick results, and/or move through material too quickly to allow for complete absorption. It's also very easy to allow bad habits to form. Probably the best advice I can offer the OP is to be patient and be mindful when teaching beginners, and don't be afraid to repeat the same things a godzillion times. And be able to explain the same thing in several different ways. I never took one class in piano pedagogy, but I turned out fine. You just have to be willing to learn and teach yourself.
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The things that I suggested are things I still do myself, even after 30 years of teaching. You can never stop learning how to do things better. Just when you think you've seen or done it all, something else turns up. Experience allows you to deal with things more quickly and, hopefully, more successfully than a novice teacher, but learn you must!
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I'm not just taking your concerns with a grain of salt either. I plan on taking full advantage of my resources; pianoworld, my grandmother, my current teacher, and my parents.
This is great to hear. It sounds like you really have the desire and resources available to help you get started. The worst thing is when someone just wings it and goes it alone without proper guidance - even from a book. I second AZN's suggestion to get as many method books as possible and look through each of them, perhaps taking notes on their approach, what you like and don't like. Many of the pedagogical books recommended already have such surveys in them, but it's best to look at them yourself and determine what you like. From that you can choose which one you think would work best with your teaching style and go with that. As you go along you'll find the need to supplement with other materials, and please do so. Method books aren't all-inclusive, and I personally feel teachers who feel that way may not necessarily be the best teachers they can be.
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"Each indecision brings its own delays and days are lost lamenting over lost days...What you can do or think you can do, begin it. For boldness has magic, power, and genius in it."--Johann Wolfgang von Goethe
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For what its worth, the Royal Conservatory of Music does offer a teacher's diploma which could be obtained through self-study if university coursework is not feasible for one reason or another. The program is VERY thorough, and the performance requirements are quite demanding as well. I would have no qualms whatsoever in recognizing this diploma as indication that a teacher is very serious about their profession and has a sound basis in the repertoire, theory, and musicianship skills required to be an professional teacher. I'm not saying, of course, that this WILL make you a good teacher. There are so many intangibles that cannot be taught in a classroom or learned from a book. Attending conferences, observing fellow teachers, seeking out more experienced teachers for advice are an important part of teacher development- a part which never ceases. But, I do believe that without a firm grounding in theory, musicianship, and repertoire, there are limitations that will come up that will hinder your ability to serve your students 100%. Once you head down this road, you will realize how much there is to learn. Many of us on this board have spent years of our lives devoted to our students and becoming the best teachers we possibly can. We have all witnessed the damage that can be done by the teacher who has little experience or training, or the desire to obtain any (ESPECIALLY with beginning students). It is understandable that many of us would be weary in regards to the original post. However, I can only offer encouragement. If you are serious about this, bone up on the fundamentals of music and do as much observing of good teachers as you possibly can. Information on the Teacher's Diploma can be found on the website for the RCM/Achievement Program: http://www.theachievementprogram.org/The syllabus for the Teacher's Diploma can be found starting on page 104 of the Piano Syllabus, which can be downloaded as a PDF here: http://www.theachievementprogram.org/sites/default/files/files/PianoSyllabus_online.pdfBest of luck!
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I never took one class in piano pedagogy, but I turned out fine. You just have to be willing to learn and teach yourself.
I am laughing SO hard! How DARE you teach without having studied piano pedagogy? You should take at least one course. (I'm assuming everyone here knows that I am joking...) Seriously, I took exactly one course in piano pedagogy for the simple reason that it was required in order to get my performance degree. And I got a C. The teacher was a big fan of Robert Pace, and I thought his method was horrible. On topic: although I have had to do "damage control" with transfer students as a result of teaching that is inexpressively horrible, I have to keep in mind that each year I want to slap myself because of something I did the year before - because there was something I didn't know last year.
Last edited by Gary D.; 10/05/11 05:25 PM.
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When I read the title of this thread, "How do I become an amateur piano teacher?" I was so put off that I didn't read any of it for some time. Like today. Why would anyone ever aspire to be an amateur, assuming that they mean by that, non-professional, little or no competence, etc.
As it happens, there are many fine pianists who are teaching on the side. There are also plenty of less than adequate pianists who are teaching on the side, for pin money, etc. They are amateur teachers. Most don't take their teaching seriously, they don't study the various skills necessary to help transfer information, they don't study progression and how to help the student build on knowledge already gained.
If you love teaching and you love playing the piano, and finally, if you can tolerate the business aspects of running a studio, they you have the makings of a real pro. OP, I hope that is really what you are striving for! And if so, I wish you the best of success.
"Those who dare to teach must never cease to learn." -- Richard Henry Dann Full-time Private Piano Teacher offering Piano Lessons in Olympia, WA. www.mypianoteacher.com Certified by the American College of Musicians; member NGPT, MTNA, WSMTA, OMTA
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I think we need to get past this word 'amateur'. it was not meant in the way it has been interpreted.
I took it like 'amateur boxer'.
Don't want to get on the wrong side of one of those!
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I think we need to get past this word 'amateur'. it was not meant in the way it has been interpreted.
I agree.
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I think we need to get past this word 'amateur'. it was not meant in the way it has been interpreted.... Yes -- but it was important not to get past it till it was dealt with. Including because our guy learned to never put it that way again. It will serve him well.
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I think we need to get past this word 'amateur'. it was not meant in the way it has been interpreted.... Yes -- but it was important not to get past it till it was dealt with. Including because our guy learned to never put it that way again. It will serve him well. I guess it's because when you're a "pro", being called an "amateur" is the worst insult.
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Isn't it worse when people present themselves as pro, it means they get to ask for the same perks, but then they act amateurishly?
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Isn't it worse when people present themselves as pro, it means they get to ask for the same perks, but then they act amateurishly? Hard to say which is worse. Case-by-case basis, I guess. Let someone like that come here and do that, and then we'll see how it compares.
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Piano
by Gino2 - 04/17/24 02:34 PM
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Piano
by Gino2 - 04/17/24 02:23 PM
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